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Volume  2 


March  1907 


Number  2 


UNIVERSITY  OF  ILLINOIS 

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HISTORY  IN  THE  GRADES 


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1.  Course  of  Study. 

2.  Methods  of  Instruction. 

3.  Bibliography. 


Published  Quarterly  by  the  Lewiston  State  Norma!  School  at 
Lewiston,  Idaho. 


wjfo'm 


Entered  «•  second-class  matter,  August  5, 1905,  at  the  Postoffice  at  Lewiston,  Idaho,  under  Adt  of  Congress 

of  July  16,  1894. 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/historyingradesOOtalk 


STATE  CAPITOL  BUILDING,  BOISE,  IDAHO. 


HISTORY  IN  THE  GRADES 


1.  Course  of  Study 

2.  Methods  of  Instruction 

3.  Bibliography 


UNIVERSITY  OF  ILLINOIS 


PRESIDENT’S  OFFICE. 


HENRY  L.  TALKINGTON 

Department  of  American  History  and  Civics 
Lewiston  State  Normal  School 


PREFACE. 


in  no  department  of  learning  has  greater  advancement  been 
made  during  the  last  few  years  than  in  the  department  of 
history.  There  are  histories  of  the  world,  histories  of  nations, 
histories  of  great  movements  and  great  events,  and  histories 
of  men,  all  well  written  and  by  the  ablest  scholars.  In  the 
course  of  study,  and  the  credit  allowed  for  the  work  done,  col- 
leges and  universities  make  the  subject  of  history  co-ordinate 
with  other  branches  and  some  of  the  strongest  men  in  these  insti- 
tutions are  those  in  charge  of  this  work.  The  secondary  schools, 
too,  give  history  equal  rank  with  other  studies,  but  outside  of 
the  city  schools  the  grades  have  not  shared  in  the  great  ad- 
vantages resulting  from  the  advancement  in  historical  scholar- 
ship. 

In  the  course  of  study  prescribed  for  the  grades  in  the  public 
schools  of  a state  it  will  be  seen  that  while  at  least  twelve  to 
fifteen  per  cent  of  the  child’s  time  is  given  to  the  study  of  read- 
ing, language  or  arithmetic,  only  five  to  six  per  cent  is  given  to 
the  study  of  history.  Though  in  other  subjects  the  child  is 
abundantly  supplied  with  books  suitable  to  his  grade,  in  history 
practically  all  of  the  work  is  done  with  one  or  two  books.  The 
desire  to  improve  the  grade  work  in  history  is  quite  general  and 
there  are  hundreds  of  good  books  on  this  subject,  but  it  has  not 
been  clear  what  should  be  taught  in  the  different  grades,  where 
the  proper  books  may  be  obtained,  or  how  the  work  is  to  be  pre- 
sented. This  pamphlet  has  been  prepared  with  a view  of  help- 
ing along  these  lines,  and  the  work  is  divided  into  three  parts. 

Part  T.  deals  with  the  course  of  study  for  grade  work  in 
history,  showing  what  the  leading  schools  of  Europe  are  do- 
ing and  what  the  committees  appointed  in  the  United  States 
to  investigate  the  subject  have  recommended  for  the  work  in 
each  of  the  grades. 

Part  IT.  deals  with  methods  of  instruction,  calling  at- 
tention to  the  most  important  points  in  the  presentation  of  this 
subject, 


Part  III.  is  a bibliography,  with  books  arranged  according 
to  the  grades.  1 

It  must  be  kept  in  mind,  however,  that  there  can  be  no 
final  classification  of  books  exactly  suitable  to  all  schools.  The 
children  of  the  fourth  grade  of  one  school  may  have  had  more 
history,  or  may  be  better  prepared  for  a certain  book  than  the 
children  of  the  seventh  grade  of  another  school.  The  teacher 
should  test  the  book  and  see  whether  it  is  the  proper  one  for 
the  grade  in  which  she  desires  to  use  it.  In  this  work  no  book, 
map,  or  picture  is  recommended  which  has  not  been  examined, 
and  no  method  is  advocated  which  has  not  been  tested  by  the 
the  author. 

If  the  collection  and  classification  of  this  material  and  its 
adaptation  to  the  grades  shall  aid  in  any  way  the  schools  of 
Idaho,  the  author  will  feel  abundantly  repaid. 

HENRY  L.  TALKINGTON. 


Lewiston,  Idaho,  April  16,  1907. 


COURSE 


History  in 

Grade 

Age 

German  Gymnasium 

I 

6 

II 

7 

III 

8 

IV 

9 

Mythology 
Classical  and 
German 

V 

10 

Mythology 
Classical  and 
German 

VI 

1 1 

Greek  History 
correlated  with 
Geography 

Roman 

VII 

12 

Mediaeval 

VIII 

1 

13 

TIME— I. 

2. 

3. 

4. 

German  schools 
French  schools  * 
Committee  of  te 
Proposed  Cours 

COURSE  OF  STUD YJN  HISTORY  FOR  THE  GRADES. 


History  in  the  Schools  of 

Reports  of  Committees  on  Study  of  History  in  the  United  States 

Grade 

Age 

German  Gymnasium 

French  Lycees 

Ten 

Seven 

Eight 

Proposed  Course 

I 

6 

11 

7 

III 

8 

Biography 

Stories 

Greek,  Roman 
English,  Ameri- 
can, Norwegian 

Stories 

Greek  and 
Roman,  English 
and  American 
Norwegian 

IV 

9 

Mythology 
Classical  and 
German 

Biography 

(French) 

Biography 

Greek,  Roman 
German,  French 
English,  Ameri- 
can 

V 

10 

Mythology 
Classical  and 
German 

Biography 

(French) 

Biography  and 
Mythology 

Greek  and 
Roman  History 
to  800  A.  D. 

American  History 
Discoveries 

1492-1600 

Greek  History 

Roman  History 

VI 

11 

Greek  History 
correlated  with 
Geography 

The  Orient 

Biography  and 
Mythology 

Mediaeval  and 
Modern  History 
from  800  to 
present 

Settlements 

1600-1763 

Mediaeval 

Modern 

VII 

12 

Roman 

Greece 

American 

History 

English  History 

1763-1825 
Covering  North 
and  South 
America 

European  discov- 
erers and  explor- 
ers of  America 

U.  S.  History  to 
1825 

VIII 

13 

Mediaeval 

Rome 

Greek  and 

Roman  History 

American  History 

1825-1907 

Trace  industrial 
and  political  de- 
velopment and 
expansion 

U.  S.  History 
from  1825 

Civics 

TIME-1. 

2. 

3. 

4. 


German  schools  give  three  hours  per  week  throughout  entire  course. 

French  schools  give  one  and  one-half  hours,  except  last  year,  when  it  is  two  to  four  hours  per  week. 
Committee  of  ten  recommended  three  forty-minute  periods  per  week. 

Proposed  Course  gives  same  time  allowed  all  regular  studies. 


COURSE  OF  STUDY. 


“Before  a child  is  ready  to  study  history  he  should 
simply  become  familiar  with  its  elements,  in  biographies, 
stories,  pictures  and  objects.” 

In  planning  a course  of  study  for  the  grades,  it  should  be 
kept  in  mind  that  eighty-five  per  cent  of  the  children  never 
reach  the  High  School ; that  work  in  history  as  in  other  sub- 
jects, must  be  adapted  to  the  child’s  intellectual  condition;  that 
history  should  be  given  as  much  time  and  as  serious  considera* 
tion  as  any  other  branch  of  study  in  the  course;  that  “helps” 
are  as  necessary  in  this  work  as  in  any  other  ; that  the  subject 
may  and  should  be  correlated  with  the  other  branches  and  that 
local  conditions  determine  the  amount  and  character  of  the  work 
that  can  be  done. 

The  value  of  grade  work  in  history  is  at  least  five  fold. 

1.  The  Worth  of  the  Facts  Obtained — All  human  prog- 
ress is  made  by  adding  to  what  has  already  been  accomplished, 
hence  the  importance  of  knowing  the  pa'st. 

2.  The  Intellectual  Discipline  Gained — The  child  should 
not  only  remember,  but  interpret  what  he  reads,  or  to  put  it  in 
another  way,  he  is  more  likely  to  remember  it  if  he  understands 
what  he  reads. 

3.  Acquaintance  with  Boohs  and  Skill  in  Their  Use — The 
pupil  should  be  taught  to  help  himself  by  showing  him  how 
and  where  to  find  certain  kinds  of  information. 

4.  The  Value  in  the  Formation  of  Character — The  char- 
acter of  the  child  is  determined  by  the  standards  which  he 
adopts  in  moulding  it,  therefore,  it  is  necessary  to  set  before 
him  right  ideals  and  to  arouse  within  him  a laudable  ambition. 

5.  The  Awakening  of  an  Interest  for  Future  Work — Con- 
tinued growth  is  possible  only  where  the  child  is  sufficiently  in- 
terested to  continue  his  work. 

Just  what  the  course  of  study  shall  embrace,  however,  ’ 
must  be  determined  bv  the  ideal  towards  which  the  teacher  is 
working  and  the  actual  conditions' of  his  school.  The  city,  the 
town  and  the  rural  school  all  differ  in  the  number  of  their 


teachers,  size  of  libraries,  and  the  time  that  may  he  given  to 
any  one  subject.  Regardless  of  conditions,  United  States  His- 
tory should  be  made  the  principal  subject  in  the  course  of  study 
in  history  for  the  grades,  and  all  the  work  should  be  adapted  to 
the  child’s  intellectual  development.  The  diagram  on  pages 
1 and  5 shows  what  is  being  done  and  what  is  recommended  by 
those  best  prepared  to  speak  on  this  subject,  and  every  school 
'vill  be  safe  in  adpating  these  recommendations  to  its  own 
conditions. 

Third  Grade. 

The  work  of  this  grade  should  deal  largely  with  the  home 
life  of  a people. 

1.  The  domestication  of  the  dog,  the  horse,  the  sheep, 
the  cow. 

2.  Growing  of  vegetables,  the  cultivation,  harvesting  and 
threshing  of  grain. 

3.  Kinds  of  animals  hunted  and  methods  of  fishing. 

4.  Metals,  kinds,  how  mined  and  prepared  for  use. 

■V  Clothing,  of  what  made. 

6.  Farming  implements  and  household  utensils. 

7.  Means  of  travel,  both  on  land  and  water. 

8.  Kinds  of  money  and  methods  of  trade. 

9.  Government,  the  family,  the  clan  and  the  tribe. 

The  character  side  of  this  work  may  be  done  by  the 
teacher  reading  or  telling  stories  of  the  heroic  Greek,  the  brave 
Roman,  the  hardy  adventurous  pioneers  of  America  or  the 
chivalrous  Knights  of  the  Middle  Ages.  The  child  should  be 
encouraged,  and  to  some  extent  be  required  fo  repeat  orally 
what  is  told  him,  or  he  may  reproduce  it  in  his  language  work 
in  written  form.  ' 


Fourth  Grade. 

At  this  time  the  child,  intellectually,  is  in  the  heroic  age. 
He  likes  action,  contests,  “hair-breadth”  escapes,  men  and  wo- 
men who  accomplish  something.  The  human  element  appeals 
most  strongly  to  him,  hence  the  work  should  be  largely  biograph- 
ical, representing  men  and  women  of  high  character  and  prim- 
itive life. 

The  Spaniards  were  for  the  most  part  cruel.  Cortez  and 
Pizarro  slew  their  thousands  and  their  lives  and  work  form 


an  exciting  story,  but  they  do  not  represent  the  kind  of  ideals 
that  should  be  set  before  children.  Webster  and  Calhoun  were 
grand  men,  but  the  grandeur  of  their  lives  is  not  of  a kind  that 
can  be  understood  or  appreciated  by  children ; but  men  like 
John  Smith,  Roger  Williams,  William  Penn,  John  Winthrop, 
James  Oglethorpe,  Washington,  Samuel  Adams,  Boone,  Lewis 
and  Clark,  Whitman,  Fremont,  Lincoln,  Roosevelt,  and  many 
other  men,  both  American  and  European,  will  furnish  plenty 
of  material  for  work  in  this  grade.  The  warrior,  the  orator, 
the  scientist,  the  scholar,  the  statesman,  the  reformer,  may  all 
be  passed  by  for  reasons  that  are  apparent.  While  character 
and  the  cultivation  of  a taste  for  reading  are  the  main  things 
sought  in  this  work,  many  others  are  gained  incidentally. 

1.  The  hardships  of  the  early,  colonists  are  clearly  set 
forth  in  the  lives  of  John  Smith  and  John  Winthrop. 

2.  Washington  represents  plantation  life  and  the  aristoc- 
racy of  the  South. 

3.  Samuel  Adams  is  a good  representative  of  town  govern- 
ment in  New  England. 

4.  William  Penn  well  illustrates  religious  toleration  and 
the  banishment  of  Roger  Williams  shows  a lack  of  it. 

5.  The  condition  of  the  debtor  and  the  poor  generally,  is 
brought  out  in  . the  life  of  Oglethorpe. 

6.  Boone,  Lewis  and  Clark,  Fremont  show  the  difficulties 
and  the  value  of  the  work  of  the  explorer. 

7.  The  possibilities  of  the  poor  and  the  duties  of  the  rich 
are  set  forth  in  the  lives  of  men  like  Lincoln  and  Roosevelt. 

. . . The • presentation ' of  this  work  falls ■ into  three  general 
parts.  ....  ...  . ......  ‘ . . \ 

1 Given  Orally  by  the  Teacher — The  teacher  should 
have  her  work  so  carefully  planned  that  she  can  give  it  in  parts 
that  are  complete  in  themselves.  Suppose  it  is  the  life  of  Boone, 
ene  can  think  of  his  clothing,  his  arms  for  defense,  his  food,  his 
manner  of  travel, incidents  when  a prisoner  of  the  Indian,  etc. 

2.  One  or  more  of  these  topics  may  be  used,  giving 
the  children  an  opportunity  to  ask  questions  and  to  discuss  what 
is  presented. 

3.  Reproduction  by  the  children  in  a written  exercise 
should  follow,  and  when  necessary  be  repeated  until  the  child 
can  give  from  memory  the  main  facts  in  the  story. 


Fifth  Grade.  * 

In  the  third  and  fourth  grades  the  child  has  learned  much 
cf  the  lives  of  the  Indians,  Early  Europeans,  the  Colonists,  and 
the  Pioneers  of  America.  What  they  ate  and  wore,  the  kind 
of  houses  and  how  they  were  built,  manner  of  travel,  roads, 
etc.  Their  churches,  schools  and  local  governments,  in  short, 
( verything  that  a child  would  learn  because  of  meeting  with  it 
in  his  daily  life.  . He  is  now  prepared  to  study  that  phase 
of  the  life  of  the  Greek  and  the  Roman  corresponding  to  what  is 
already  known  to  him.  His  work  thus  far  has  been  largely  bio- 
graphical, and  biography  should  still  be  prominent,  but  the 
lives  of  nations  in  their  early  history  may  be  treated  chronolo- 
gicaly,  omitting  the  more  difficult  parts.  Grecian  and  Roman 
history  are  both  rich  in  material  adapted  to  this  grade  of  work. 

Greece — 1.  The  Legendary  period. 

2.  The  founding  and  growth  of  its  cities. 

3.  Their  conflict  with  Persia. 

4.  The  development  of  the  cities  of  Athens,  Sparta 

and  Thebes. 

5.  The  Schools,  Oracles,  Architecture,  Noted  Build- 

ings. 

ffi  The  Olympian  Games. 

7.  Famous  Men. 

8.  Walled  Cities  and  means  of  protection. 

9.  Alexander  the  Great  and  his  work. 

Roman  History  may  be  treated  in  much  the  same  way  as 
that  of  Greece. 

Sixth  Grade. 

♦ yi 

The  child  has  in  the  fifth  grade  acquired  some  of  the  ele- 
mentary facts  in  the  lives  of  the  Greeks  and  the  Romans. 
In  the  regular  “Migration  of  the  Races, ” the  next  nation  to  be 
considered  is: 

The  Ancient  Germans — 

1.  Early  life,  including  location  of  the  people. 

2.  Manners  and  customs. 

3.  Wanderings  through  Eastern  and  Southern  Europe. 

4.  Conflicts  with  the  Romans  and  other  Western 

people. 

5.  The  rise  of  the  Franks,  their  war  with  the  Mo- 


hanredans  and  the  establishment  of  their  empire 
under  Charlemange. 

6.  A brief  study  of  Feudalism  and  the  Crusades. 

7.  Life  in  the  Village,  the  castle  and  the  Monastery. 

8.  Some  of  the  more  simple  facts  in  the  Hundred 

Years’  War. 

9.  The  Reformation,  the  Puritan  Revolution. 

10.  The  political  conditions  of  France  and  Spain. 

11.  The  great  commercial  activity  and  interest  in  the 

subject  of  navigation. 

12.  The  intellectual  awakening  and  social  unrest  in 

Europe. 

These  are  some  of  the  subjects  that  must  be  partially 
understood  before  one  is  prepared  for  the  study  of  United 
States  history. 

The  discovery,  exploration  and  settlement  of  America  was 
done  by  two  great  historic  races.  The  Romanic,  represented  by 
the  Spanish  and  the  French,  and  the  Teutonic,  represented 
by  the  English.  A clear  understanding  of  these  people  and 
their  work  cannot  be  gained  unless  they  are  studied  in  their 
own  country,  or  to  put  it  as  Miss  Salmon  has  so  well  expressed 
it:  “United  States  History  alone  is  history  detached  from  its 
natural  foundations — European  history.  It  is  history  sus- 
pended in  mid-air.” 

The  last  half  of  this  year  should  be  devoted  largely  to 
the  study  of  the  Spanish,  the  French  and  the  English  ex- 
plorers, tracing  the  routes  taken  and  noting  the  motive  bj 
which  they  are  actuated,  whether  it  be  wealth,  adventure,  evan 
gelization  of  the  Indians,  or  in  search  of  homes. 

Much  attention  should  be  given  to  the  geography  of  the 
country  explored,  as  the  future  claims  of  these  nations  arc 
based  upon  the  work  done  by  their  explorers;  their  object  had 
‘much  to  do  with  their  relation  to  the  Indians.  The  Spaniard, 
who  sought  the  precious  metals,  became  a mere  “prospector” 
and  hence  traveled  much.  The  Frenchman  was  a fur  trader 
and  a religious  enthusiast,  so  he  lived  with  the  Indian.  He  and 
they  became  mutually  helpful,  while  the  Englishman  wanted 
onlv  a home  or  the  Indian’s  land  and  hunting  ground. 


Seventh  Grade. 

The  English  Colonies 

1.  The  object. 

2.  Place  of  settlement. 


3.  Form  of  government. 

4.  Schools  and  churches. 

5.  Indian  wars  and  civil  rebellion. 

6.  The  lives  and  the  work  of  leading  men. 

7.  Social  customs,  occupations  and  industries. 

The  Inter-Colonial  Wars. 

1.  King  William’s. 

2.  King  George’s. 

3.  Queen  Anne’s. 

4.  French  and  Indian. 

In  these  wars  the  fighting  was  chiefly  around  five  strat- 
egic points: 

1.  Fort  Duquesne,  which  controlled  the  Ohio  river. 

and  was  the  key  to  the  Northwest. 

2.  Niagara  controlled  the  fur  trade  in  Northwestern 

Canada,  and  the  route  to  Albany,  N.  Y. 

3.  Quebec  controlled  the  St.  Laurence  river,  and 
one  of  the  most  strongly  fortified  places  in  America. 

4.  Crown  Point  and  Ticonderoga  controlled  the  route 

from  the  Colonies  to  Canada. 

5.  Louisburg  and  Acadia  the  key  to  the  Northeastern 

part  of  Canada  and  the  Gulf  of  St.  Lawrence. 

The  American  Revolution — The  Campaigns  in  and  Around : 

1.  Boston. 

2.  New  York. 

3.  Philadelphia. 

4.  Saratoga. 

5.  Charleston. 

6.  Yorktown. 

Wars  should  be  studied  with  reference  to  causes,  plans, 
campaigns,  leaders  and  results.  Only  place  and  causal  rela- 
tions of  battles  should  be  noticed.  Lexington,  Bunker  Hill,  Dor- 
chester Lleights,  are  all  incidents  in  driving  the  British  out 
of  Boston,  and  it  is  of  minor  importance  whether  these  bat- 
tles occurred  in  the  same  or  different  vears. 

Confederation  and  Constitution,  1781-1789. 

1.  The  Formation  of  the  Articles  of  Confederation. 

2.  The  reason  for  their  failure. 

3.  The  causes  leading  up  to  the  formation  and  the 
adoption  of  the  Constitution. 


The  Development  of  Nationality,  1Y89-1830. 

1.  The  Adjustment  of  the  States  to  the  Nation. 

2.  The  Supreme  Court  by  its  decisions  shows  the  true 
' meaning  of  the  Constitution. 

3.  Commercial  Supremacy  gained  in  the  war  of 

1812. 

4.  Gained  national  recognition. 

5.  Established,  manufactories. 

6.  The  Settlement  of  the  West. 

7.  Internal  Improvements. 

The  work  not  only  in  its  beginning  hut  throughout  should 
he  supplemented  with  the  study  of  European  history.  The 
Jay  Treaty,  the  Alien  and  Sedition  Laws,  the  War  with  the 
Algerian  Pirates,  and  the  War  waged  for  years  on  our  Com- 
merce by  England  and  France  can  not  be  understood  unless 
the  student  is  more  or  less  familiar  with  the  conditions  existing 
in  Europe  at  the  time  these  troubles  occurred. 

Eighth  Grade. 

United  States  History , 1830-1907. 

1.  Internal  improvements,  routes,  trails,  canals,  riv- 
ers and  railroads. 

2.  History  and  extension  of  slavery. 

3.  Kinds  of  industry,  growth  of  manufactories. 

4.  Protection  and  free  trad*3 

5.  The  rise,  growth  and  work  of  political  parties, 
the  spoils  system  and  civil  service  reform. 

0.  The  Civil  and  Mexican  Wars,  causes,  campaigns 
and  results. 

7.  Keconstruction,  methods  of. 

8.  The  growth  of  the  educational  system  of  the 

United  States. 

9.  Social  conditions,  humanitarian  reform  and 
charitable  institutions. 

10.  Great,  inventions  and  their  influence  on  social  and 
industrial  conditions. 

11.  Economic  issues. 

12.  Foreign  affairs. 

13.  The  Pise  and  Control  of  Corporations. 

The  student  should  he  taught  to  make  free  use  of  supple- 
mentary books.  A good  dictionary  of  United  States  History 


ip  very  helpful.  So  are  other  text  books  on  the  same  subject. 
Considerable  map  work  should  be  done,  and  the  teacher  should 
not  feel  chained  down  by  the  ordinary  chronological  admin- 
istration method  of  treating  the  subject.  In  whose  administra- 
tion the  first  United  States  Bank  was  chartered  or  the  Wil- 
mot  Proviso  introduced  is  not  of  so  much  importance  as  to 
understand  what  these  things  were. 

Eighth  Grade  Civics. 

There  are  many  important  things  a child  should  learn 
before  he  is  ready  to  take  up  a work  on  Civil  Government 
suitable  for  Normal  or  High  Schools. 

1.  His  rights  and  duties  as  a member  of  a family, 
school,  church,  society  or  club  of  any  kind. 

2.  Schools,  how  governed  and  supported,  privileges 
of  teachers  and  pupils. 

3.  Cities,  classes,  manner  of  government,  officers  of, 
and  how  elected. 

4.  Township  or  Precinct  Government,  administered 
by  what  officers  t 

5.  County,  officers  of,  how  elected  and  the  duties 
of  each. 

6.  State,  its  resources,  institutions  and  government, 
the  three  departments,  Legislative,  Executive  Ju- 
dicial, and  how  they  are  administered. 

7.  The  National  Government  should  be  treated  brief- 
ly in  the  same  manner  as  the  government  of 
the  State. 

Methods  of  Instruction. 

In  a pamphlet  like  this  where  the  space  is  so  limited, 
r,  one  but  the  most  general  principles  of  instruction  can  be  no- 
ticed. It  must  always  be  kept  in  mind  that  “what  to  teach”  is 
of  infinitely  more  importance  than  “how  to  teach,”  in  other 
words,  that  “matter  always  comes  before  method.”  When  a 
teacher  knows  his  subject  and  understands  the  intellectual 
condition  of  the  child  before  him  methods  will  largely  take  care 
of  themselves. 

Classification  of  Historical  Facts. 

1.  Social — Meaning  the  customs  and  relations  of  dif- 
ferent members  of  the  family.  The  Puritan  family  differed 


from  the  family  on  a plantation  in  the  South,  and  the  family  life 
of  both  of  these  differed  from  the  family  life  of  the  English,  the 
German,  the  Roman  or  Greek  , yet  there  are  certain  elements 
common  to  all,  as  for  instance,  the  relation  of  the  parent  to  child, 
husband  to  wife,  one  family  to  another. 

2.  Industrial — In  the  development  of  civilization  the 
human  race  passes  through  certain  phases  of  industrial  progress. 
The  barbarian  or  savage  who  depends  upon  hunting,,  fishing  and 
wild  fruits  for  his  living;  the  herdsman  who  depends  upon  his 
herds  for  his  maintenance ; the  agriculturist  who  tills  the  soil ; 
the  manufacturer  who  invents  and  manufactures  ma- 
chines. Every  nation  may,  to  some  extent,  represent 
•all  these  phases  of  life,  yet  one  or  the  other  will  pre- 
dominate. The  American  Indian  in  his  early  history  was  re- 
garded as  a savage.  The  Hebrews  depended  upon  their  herds. 
The  American  people  until  within  a few  .years  were  occupied 
largely  in  agricultural  pursuits,  while  the  English  have  long 
been  considered  a commercial  or  manufacturing  people. 

3.  Religious — Every  people  has  some  form  of  religion, 
and  if  the  manner  of  worship  is  in  any  way  controlled  by  the 
congregation  or  the  state,  it  is  spoken  of  as  a church.  Articles 
of  belief,  methods  of  government  and  manner  of  worship  are 
some  of  the  things  to  be  studied. 

4.  Educational — Those  /things  that  pertain  to  schools 
meaning  kinds,  methods  of  government,  source  of  support,  who 
attend,  kinds  of  books,  school  buildings,  furniture,  etc.,  news- 
papers, magazines,  lyceums,  libraries,  and  anything  else  that 
pertains  to  the  intellectual  advancment  of  the  people. 

5.  Political— Political  questions  deal  with  kinds  of  gov- 
ernment and  methods  of  administering  them.  England  is  a 
monarchy,  France  a republic,  Switzerland  largely  a democracy, 
rnd  the  United  States  a Federal  republic.  The  questions  that 
arise  in  the  administration  of  thes  governments  are  termed  po- 
litical, as  for  example:  The  tariff,  free  coinage  of  silver,  im- 
provements of  rivers  and  harbors,  regulation  of  corporate  pow- 
■r  or  the  sale  of  liquor.  In  speaking  of  government  in  the 
United  States,  it  may  be  national,  state,  county,  city  or  munici- 
pal, township  or  precinct,  and  school  district. 

6.  Ethical— Those  facts  that  have  to  do  with  with  honesty, 
lira  very,  courage,  patriotism,  unselfishness,  loyalty,  fairness, 
justice,  peace,  duty,  heroism,  self-sacrifice,  faith  in  a Supreme 


Being,  punishment  for  wrong  doing,  and  reward  for  the  doing 
tf  right. 

Except  the  last,  these  facts  should  be  presented  in  the 
the  order  named.  Ethical  facts  may  and  should  be  presented 
whereeyer  there  is  an  opportunity. 

Phases  of  History  Teaching. 

Prof.  Mace  in  his  “Method  in  History,”  points  out  three 
well  defined  phases  in  the  the  teaching  of  elementary  history, 
corresponding  to  the  intellectual  development  of  the  child. 

1.  Sense  History — Sense  history  is  that  acquired  through 
the  senses.  The  child  sees  the  occupations  of  those  around  him 
{•nd  the  product  of  their  labor,  the  kinds  of  animals  and  their 
uses,  the  relation  of  parent  and  child,  how  trade  is  carried  on, 
church  services  conducted,  local  government  administered,  and 
many  other  things  that  will  be  of  value  to  him  when  he  comes  to 
consider  the  manners,  customs,  habits,  and  conditions  of  a peo- 
ple whom  he  does  not  know.  This  work  should  be  done  in  the 
third  and  fourth  grades  and  in  the  grades  below,  if  any  history 
work  is  done.  It  should  be  largely  oral,  as  the  voice  and 
facial  expressions  of  the  teacher  mean  much  more  to  the  child 
than  the  printed  page;  it  affords  the  teacher  a better  oppor- 
tunity to  watch  the  children  and  see  if  they  understand  what  is 
being  said  and  for  the  child  to  ask  questions  and  make  com- 
ments. A large  use  should  be  made  of  pictures  that  the  child 
may  see  as  far  as  possible,  what  is  being  described.  However 
vividly  the  teacher  may  present  a thing  a word  picture  is  never 
so  real  or  forceful  as  the  picture.  The  child  should  be  encour- 
aged to  describe  things  read  about  and  to  tell  what  he  knows. 
It  will  not  only  aid  in  fixing  them  in  his  mind,  but  he  acquires 
a vocabulary  and  practice  in  the  use  of  words.  If  it  be  asked 
“What  history  shall  be  studied  in  these  grades  V9  “Shall  it  be  the 
early  history  of  the  human  race,  that  of  the  English  people, 
Colonial  life,  or  the  early  struggles  of  the  pioneers  in  the  com- 
munity in  which  he  lives  ?”  The  answer  is  that  it  does  not  make 
much  difference  so  long  as  it  is  sense  history,  that  is  history  that 
deals  Avith  the  home,  the  family  life. 

2.  Representative  History  is  that  phase  of  history  that 
enables  a pupil  to  understand  Avhat  he  cannot  gain  through  the 
senses,  from  its  likeness  to  that  which  he  has  gained  in  this  man- 
ner. School  will  always  suggest  to  him  teacher,  pupils,  books, 
etc;  the  church  will  represent  minister,  congregation,  place  and 
manner  of  Avorship ; the  farm  a v i 1 1 call  to  mind  the  animals, 


implements  and  products  of  the  farm;  war  will  mean  guns,  sol- 
diers, generals. 

This  will  represent  the  work  of  the  fifth  and  sixth 
grades,  and  both  Europe  and  America  are  drawn  upon 
for  material.  The  founding  and  development  of  nations  is 
much  the  same  regardless  of  the  time  or  locality  of  the  nation. 
The  early  life  of  the  people  on  the  seven  hills  of  Rome  did  not 
differ  very  greatly  from  that  of  the  early  settler  in  Massachus- 
etts. In  both  cases  there  is  a union  of  families  because  of  com- 
mon interests  and  for  mutual  protection.  The  life  of  the  prim- 
itive people  in  the  forests  of  Germany  did  not  differ  much  from 
that  lived  by  the  pioneers  in  the  forests  of  America,  and  the 
deeds  of  daring,  loyalty  and  heroism  are  much  the  same  in  all 
ages  and  in  all  countries,  and  may  he  understood  by  the  child. 
There  must  be  something  in  the  experience  of  the  child  corre- 
sponding to  the  object  presented  for  his  consideration.  An  En- 
glish lord,  a French  count,  or  a Spanish  castle  is  pretty  hard  for 
an  American  child  to  understand,  because  there  is  nothing  of 
the  kind  in  his  country. 

3.  Reflective  History — Reflective  history,  as  the  name 
would  indicate,  is  only  another  way  of  saying  that  thought 
should  predominate  in  this  phase  of  the  work.  Cause  and  ef- 
fect, plan  and  purpose,  connection,  results,  reasoning,  in  short, 
interpreting  what  is  read.  This  embraces  the  work  of  the  sev- 
enth and  eighth  grades.  The  first  year  and  a half  should  be 
devoted  to  the  study  of  American  history,  and  the  last  half  year 
t(  civics,  state  and  national. 

While*  there  can  be  no  hard  and  fast  classification  of  histor- 
ical work  into  the  three  phases  mentioned,  yet  these  three 
thoughts  should  predominate  and  in  the  order  named,  as  they 
correspond  to  the  psychological  development  of  the  child,  and 
the  material  for  his  work  should  be  arranged  accordingly. 

Time. 

For  the  teacher  who  has  many  classes,  or  the  school  that 
already  has  a full  course,  the  question  of  time  is  a serious  one, 
when  the  introduction  of  new  subjects  is  mentioned.  Rut  there 
i • always  a time  for  that  which  is  most  important.  Let  the  sub- 
ject be  alternated,  correlated  with,  or  substituted  for,  other  sub- 
lects.  For  reading,  read  history,  for  some  geography,  study  his- 
torical geographv,  in  language  work  use  some  historical  inci- 
dent, instead  of  using  so  much  time  for  number  work  or  arith- 
metic, devote  some  of  it  the  study  of  history.  Two  or  three  reci- 
tations per  Aveek  throughout  a child’s  entire  school  life,  devoted 


to  this  sub  ject,  will  mean  much,  not  only  in  what  is  actually  done 
but  in  showing  the  child  what  may  he  done.  If  in  the  lower 
grades,  all  cannot  have  books,  the  teacher  can  read  one  hook  to 
all.  If  she  lias  not  time  to  finish  a book  she  can  read  enough  so 
that  the  child  becomes  interested  and  he  will  finish  it. 

Text  Book. 

A good  text  hook  is  indispensable,  there  is  a definiteness 
about  it  that  is  very  helpful  to  both  teacher  and  pupil.  In  school 
a child  should  and  usually  does  do  wliat  he  is  told,  again  the 
teacher  and  the  child  work  along  the  same  lines.  As 
the  name  indicates,  the  teacher  should  know  more  than  is  found 
in  any  one  text  book,  he  must  he  constantly  collecting  new 
materil,  know  where  it  belongs,  and  what  to  do  with  it 
The  subject  should  be  so  presented  that  the  pupil  will  continual- 
ly see  new  fields  beyond  and  desire  to  explore  them. 

The  Recitation. 

The  object  of  the  recitation  like  that  in  other  subjects  is  to 
test  the  pupil  to  see  that  he  has  mastered  the  work  assigned,  and 
the  ordinary  topical  method  will  be  generally  used.  While  most 
of  the  work  is  done  by  this  method,  written  recitations  are  quite 
helpful  in  the  upper  grades.  Ask  questions  that  will  require 
short  answers,  take  two-thirds  of  the  time  ordinarily  assigned  to 
the  recitation  with  the  questions  and  then  call  on  different  mem- 
bers of  the  class  for  answers,  allowing  them  to  read  from  their 
papers.  This  work  may  be  confined  to  general  questions  or  the 
development  of  some  topic,  when  by  a series  of  questions,  every- 
thing the  student  has  ever  had  on  the  subject  may  be  called  for. 
Reviews  should  be  frequent,  and  may,  like  the  recitation,  be 
oral  or  written.  Instead  of  learning  the  facts  of  history  as  one 
learns  the  multiplication  table,  they  should  be  learned  with  a 
view  ultimately  of  making  each  a part,  of  the  whole  of  some  sub 
ject.  Facts  by  themseles  in  history  have  no  meaning. 

Supplementary  Reading. 

From  the  very  nature  of  the  case,  a one-volume  book  on  any 
subject  can  give  but  a brief  account  of  those  things  described. 
The  child,  on  the  other  hand,  because  he  has  so  little  general 
knowledge  or  power  to- reason,  needs  full  accounts,  both  that  he- 
rnay  understand  and  be  interested.  The  teacher  of  arithmetic 
gives  supplementary  problems  until  she  is  certain  that  the  child 


understands  the  principles  involved,  and  for  the  same  reason 
supplementary  work  is  given  in  the  other  subjects. 

American  independence,  like  the  great  rivers  of  the  coun- 
try, had  many  sources;  but  the  head  spring  which  colored  all 
the  streams  was  the  “Navigation  Act”  (Bancroft.)  The  same 
thing  might  be  said  of  Slavery  in  connection  with  the  Civil 
War.  It,  is  the  duty  of  the  teacher  to  see  that  the  pupil  has  the 
opportunity  and  explores  the  many  tributaries  that  go  to  make 
up  any  great  stream  of  thought.  It  gives  breadth  and  depth  to 
it  that  nothing  else  will  and  lends  an  interest  to  the  work  that 
nothing  else  can.  Members  of  the  class  ought  to  be  encouraged 
to  bring  books  containing  other  accounts  of  whatever  they  may 
be  reading.  The  teacher  should  be  as  much  interested  in  culti- 
vating a taste  for  reading  and  the  habit  of  research  as  in 
any  other  feature  of  the  child’s  work 

The  Library. 

Closely  allied  to  supplementary  reading  is  the  use  of  the  li- 
brary. Nothing  acquired  in  school  is  worth  more  to  the  student 
than  the  ability  to  work  by  himself.  The  progress  he  makes  in 
school  will  depend,  to  some  extent,  rmon  his  teacher,  but  his 
growth  after  leaving  school  will  depend  upon  his  individual  ef- 
forts. In  the  use  of  one  book,  memory  is  the  chief  factor  in  his 
work,  but  when  he  begins  the  use  of  many  books  where  the  same 
subject  is  presented  in  different  ways  by  different  authors,  he 
begins  to  to  think  for  himself.  Anything  like  research  work  is 
imnossible  with  one  book  where  there  is  a plain  statement  of 
plain  facts  with  no  attempt  at  explanation.  Again  he  learns  how 
to  do  constructive  work,  how  to  take  bare  facts  and  interpret 
them  in  their  connection  with  the  other  facts.  He  investigates, 
Ihinks.  arrives  at  a conclusion.  By  this  means  his  memory 
work  becomes  easier,  it  is  “constructive.”  He  learns  where 
things  are  and  how  to  find  them  and  hence  does  not  have  to 
lemember  them. 


Geography. 

The  geography  taught  in  connection  with  historv  will  come 
under  the  following  heads  : 

1.  Descriptive- — The  mere  location  of  places,  used  in  con- 
nection with  the  study  of  wars,  location  of  settlements  and  the 
tracing  of  the  routes  taken  by  the  people  in  moving  from  ono 
'place  to  another. 


2.  Political — Which  shows  the  boundaries  of  state  and 
nations,  the  territory  gained  by  treaties  or  otherwise,  what  was 
included  in  the  Northwest  Territory,  the  seceding,  neutral  or 
ioyal  states  in  the  Civil  War. 

3.  Commercial — Which  includes  the  sea  routes,  rivers, 
roads  and  the  highways  generally,  along  which  coifimerce 
moves. 

4.  Physical — Which  determines  why  the  people  at  one 
place  are  farmers,  at  another  fishermen,  miners,  manufacturers 
or  engaged  in  commerce.  Why  one  kind  of  labor  is  desired  a t 
one  place  and  another  eleswhere. 

Descripive  Geography  should  he  taught  wherever  history  is 
taught,  but  the  other  three  kinds  belong  only  to  the  reflective 
period  of  the  study.  Maps  are  indispensable  and  when  possible 
they  should  represent  most  prominently  those  things  desired  to 
be  seen.  For  instance,  a map  showing  rivers,  roads,  boundary 
lines,  mountains  and  many  other  things  will  not  give  a student 
a very  clear  idea  of  the  Oregon  Trail  or  the  boundaries  of  the 
Louisiana  Purchase.  Far  better  for  the  teacher  to  get  blank 
maps  with  only  rivers,  mountains  and  boundaries  and  color 
them  to  show  what  is  desired,  and  if  possible  let  each  student 
have  corresponding  maps  of  note  book  size,  which  he  can  use  in 
the  same  way  the  teacher  uses  the  larger  maps.  The  Atkinson- 
Mentzer  maps  are  very  satisfactory  for  the  note  book  and  the 
McKinley  maps  for  wall  maps.  Both  have  all  the  rivers,  state 
boundaries,  etc.,  already  drawn  so  the  teacher  and  student,  have 
nothing  to  do  but  to  color  the  map,  locate  the  places  or  trace  the 
routes  desired.  This  kind  of  work  fixes,  as  nothing  else  can,  the 
facts  in  the  mind  of  the  child. 

Pictures. 

The  child  does  not  always  get  the  correct  idea  from  the  print- 
ed page,  he  may  be  deficient  in  imaginative  power,  or  he  may 
not  understand  the  language  used,  even  though  it  gives  a per- 
fect “pen  picture.”  But  when  a picture  is  placed  before  a class, 
all  members  may  understand  and  understand  alike.  The  tools, 
implements  and  household  utensils  of  the  pioneers  or  of  prim- 
itive man,  cannot  be  understood  well,  if  at  all,  by  mere  descrip- 
tions, but  from  a picture  a child  will  gain  the  idea  at  once.  Then 
there  is  an  intensity,  a concentration  about  seeing  a thing  that 
cannot  be  gained  by  merely  describing  it.  Tn  addition  to  this, 
reprints  of  noted  works  of  art  may  be  obtained  that  have  much 


value  from  an  artistic  standpoint,  and  the  teacher  should  make 
much  use  of  these  aids  in  her  work. 

Examinations. 

Examinations  become  less  and  less  a necessity  for  the  reg- 
ular and  faithful  student,  yet  thc^  are  often  required  before 
he  is  allowed  to  pass  to  another  grade.  In  case  of  an  ex- 
amination a student  should  have  a term  review  when  the  whole 
subject  may  be  hurriedly  gone  over,  as  it  will  always  be  to  some 
extent  a memory  test,  an  opportunity  therefore  should  be  given 
to  refresh  the  memory,  and  then  too,  reveiewing  for  a test  is  by 
no  means  a waste  of  time  as  facts  are  fixed  in  mind  and  a com- 
prehensive view  of  the  subject  is  gained.  But  the  examination 
should  never  be  held  over  students  as  a “whip”  to  get  them  to  do 
iheir  work,  such  a motive  rarely  does  any  good  and  often  does 
nucli  harm  to  the  faithful,  vet  it  may  be  nervous,  sensitive  child. 
The  student  should  always  feel  that  his  daily  standing 
as  well  as  his  ability  to  pass  an  examination  will  determine 
whether  he  does  or  does  not  “pass”  in  any  subject. 


THIRD  GRADE. 

Text  Books. 

Stories  of  Colonial  Children,  by  Mara  L.  Pratt;  Educa- 
tional Publshing  Co.,  Boston;  price  75  cents. 

“A  History  Reader  for  Elementary  Schools.”  hv  L.  L.  W. 
Wilson,  Ph.  D. ; Macmillan  Co.,  Hew  York;  price  60  cents. 

“American  History  Stories,”  Yol.  2,  by  Mara  L.  Pratt; 
Educational  Publishing  Co.,  Boston,  Chicago ; price  40  cents. 

“ America’s  Story  for  America’s  Children,”  Yol.  1,  by  Mara 
L.  Pratt;  D.  C.  Heath  & Co.,  Boston;  price  50  cents. 

Supplementary. 

“Ten  Boys  of  Long  Ago,”  by  Jane  Andrews;  Ginn  & Co., 
( ’hicago ; price  60  cents. 

“Stories  of  Great  Men,”  Yol.  1,  by  Mara  L.  Pratt;  Educa- 
tional Publishing  Co.,  Chicago;  price  50  cents. 

“Stories  of  American  Pioneers,”  by  Mara  L.  Pratt ; Ed- 
cational  Publishing  Co.,  Chicago ; price  40  cents. 

Teacher’s  Books. 

“American  Inventions  and  Inventors,”  by  Mowry;  Silver, 
Burdett  & Co.,  Chicago;  price  65  cents. 

“The  Early  Cave  Men,”  by  X.  E.  Dopp ; McClurg,  Chica- 
go ; price  45  cents. 

“The  Tree  Dwellers,”  by  K.  E.  Dopp;  McClurg,  Chicago; 
price  45  cents. 

FOURTH  GRADE. 

Text  Books. 

“American  History  Stories,”  Yol.  4,  by  Mara  L.  Pratt; 
Educational  Publishing  Co.,  Chicago;  price  40  cents. 

“American  History  Stories,”  Yol.  3,  by  Mara  L.  Pratt; 
Educational  Publishing  Co.,  Chicago;  price  40  cents  . 

“Stories  of  Columbus,”  by  Mara  L.  Pratt ;.  Educational 
Publishing  Co.,  Chicago ; price  60  cents. 


“De  Soto,  Marquette,  and  La  Salle, : ” by  Mara  L.  Pratt; 
Educational  Publishing  Co.,  Chicago,;  price  60  cents. 

Supplementary. 

“Stories  of  Ohio/’  by  Anna  Lovering;  Educational  Pub- 
lishing Co.,  Chicago;  price  50  cents. 

“Short  Stories  from  American  History,”  by  Blaisdell  & 
Ball;  Ginn  & Co.,  Chicago;  price  65  cents. 

“Stories  of  Massachusetts,”  by  Mar'a  L.  Pratt ; Education- 
al Publishing  Co.,  Chicago ; price  60  cents. 

“America’s  Story  for  America’s  Children,”  Yol.  2,  by 
Mara  L.  Pratt;  D.  C.  Heath  & Co.,  Boston;  price  50  cents. 

“Colonial  Chaildren,”  by  A.  B.  Hart;  Macmillan  & Co., 
Chicago;  price  40  cents. 


FIFTH  GRADE. 

Text  Books. 

“Pizarro,”  by  Mara  L.  Pratt;  Educational  Publishing  Co., 
Chicago;  price  5Q  cents. 

“Cortez  and  Montezuma,”  by  Mara  L.  Pratt;  Educational 
Publishing  Co.,  Chicago ; price  50  cents. 

“Greek  Gods,  Heroes  and  Men,”  by  Harding;  Scott,  Fores- 
rnan  & Co.,  Chicago ; price  50  cents. 

“The  City  of  the  Seven  Hills,”  by  Llarding;  Scott,  Eores- 
man  & Co.,  Chicago ; price  50  cents. 

Supplementary. 

“The  Great  West,”  by  Mara  L.  Pratt;  Educational  Pub- 
lishing Co.,  Chicago;  price  50  cents. 

“America’s  Story  for  America’s  Children,”  Yol.  2,  by 
Mara  L.  Pratt;  D.  C.  Heath  & Co.,  Chicago;  price  50  cents. 

SIXTH  GRADE. 

Text  Books. 

“The  Story  of  the  Middle  Ages,”  by  Harding;  Scott, 
Eoresman  & Co.,  Chicago;  price  60  cents. 

“Makers  of  American  History,”  by  Chandler  & Chitwood ; 
Silver,  Burdett  & Co.,  Chicago ; price  60  cents. 

“First  Steps  in  the  History  of  Our  Country.” 


Supplementary. 

“American  History  in’  Literature/’  by  Lane  & Hill ; Ginn 
<k  Co.,  Chicago. 

“Stories  from  English  History/’  by  A.  L Church;  Mac 
millan  & Co.,  Chicago;  price  $1.25. 

Carpenter’s  Geographical  Readers;  American  Book  Co., 
Chicago  ; price  60  cents. 

‘ 'The  Ox  Team  on  the  Old  Oregon  Trail/’  by  E Meeker ; 
E.  Meeker,  Indianapolis ; price  60  cents. 

“Short  Stories  of  English  History,”  by  Blaisdell;  Ginn  <fc 
Co.,  Chicago  ; price  40  cents. 

“America’s  Story  for  America’s  Children,”  by  Mara  L. 
Pratt;  I).  C.  Heath  & Co.,  Chicago;  price  60  cents. 

SEVENTH  GRADE. 

Text  Books. 

“A  Llistory  of  the  United  States  for  Beginners,”  by  Pow- 
ell; Macmillan  Co.,  New  York;  price  65  cents. 

“An  Elementary  History  of  the  United  States,”  by  A.  C. 
Thomas;  1).  0.  Heath  & Co.,  Chicago;  price  60  cents. 

“A  Short  History  of  the  United  States,”  by  Scudder;  Shel- 
don & Co.,  Chicago ; price  60  cents. 

Supplementary. 

“Stories  from  English  History,”  by  A.  »L  Church;  Mac- 
millan & Co.,  Chicago;  price  $1.25. 

“Pioneer  Stories  of  the  Mississippi  Valley,”  hy  C.  Mc- 
Murry; Macmillan  & Co.,  Chicago;  price  40  cents, 

“Pioneer  on  Land  and  Sea,”  by  C.  McMurry;  Macmillan 
Co.,  Chicago ; price  40  cents. 

“Pioneers  of  the  Rocky  Mountains  and  the  West,”  by  C. 
McMurry;  Macmillan  & Co.,  Chicago ; price  40  cents 

“Camps  and  Fireside  of  the  Revolution,”  by  A.  B.  Hart; 
Macmillan  Co.,  Chicago;  price  50  cents. 

“The  Western  United  States  Geographical  Reader,”  by 
Fairbanks;  D.  C.  Heath  & Co.*  Chicago;  price  60  cents. 

“Side  Lights  on  American  History,”  Vol.  1,  by  Elson ; 
Macmillan  & Co.,  Chicago;  price  75  cents. 

“Hero  Stories  from  American  History,”  by  Blaisdell  & 
Ball ; Ginn  & Co.,  Chicago;  price  60  cents. 


“How  Our  Grandfathers  Lived/’  by  A.  B.  Hart ; Macmil- 
lan, Chicago ; price  60  cents. 

Teacher’s  Books. 

“Epochs  of  American  History/’  by  E.  S.  Ellis;  A.  Flan- 
agan, Chicago ; price  50  cents. 

“Louisiana  Purchase,”  by  R.  H.  Hitchcock;  Ginn  & Co., 
Chicago  ; price  60  cents. 

EIGHTH  GRADE. 

Text  Books. 

“A  Short  History  of  the  United  States,  by  Channing; 
Macmillan  Co.,  Chicago;  price  90  cents. 

“Essentials  of  United  States  History,”  by  Mowry;  Silver, 
Burdett  Co.,  Chicago. 

“History  of  the  United  States,”  by  Davidson;  Scott,  Fores- 
inan  & Co.,  Chicago ; price  80  cents. 

“A  History  of  the  United  States,”  by  Allen  C.  Thomas ; 
D.  C.  Heath  & Co.,  Boston;  price  $1.00. 

“Leading  Facts  of  American  History,”  by  1).  L.  Mont- 
gomery; Ginn  & Co.,  Chicago;  price  $1.00. 

“The  Making  of  the  American  Xation,”  by  J.  R.  Red- 
way; Silver,  Burdett  & Co.,  Chicago. 

Supplementary. 

“English  History  Told  by  English  Poets,”  by  Bales  Co- 
man ; Macmillan  Co.,  Chicago ; price  60  cents. 

“Sidelights  on  American  History,”  Vol.  2,  bv  El 
son;  Macmillan  Co.,  Chicago;  price  75  cents. 

“Romance  of  the  Civil  War,”  by  A.  B.  Hart;  Macmillan 
Co.,  Chicago;  price  60  cents. 

Teacher’s  Books. 

“History  for  Graded  and  District  Schools,”  by  Kemp; 
Ginn  & Co.,  Chicago;  price  $1.00. 

“Studies  in  United  States  History,”  by  Riggs ; Ginn  & 
Co.,  Chicago;  price  60  cents. 

EIGHTH  GRADE  CIVICS. 

Text  Books. 

“State  Constitution  and  School  Laws  of  Idaho,”  by  Talk- 
ington;  $1.25;  by  mail,  $1.35, 


“The  American  Citizen,”  by  Dole;  D.  C.  Heath  k Co., 
Chicago;  price  80  cents. 

“Civil  Government  in  the  United  States,”  by  J.  E.  Fisk; 
Houghton,  Miflin  k Co.,  Chicago;  price  $1.00. 

“Our  Government,”  by  Macy ; Ginn  k Co.,  Chicago ; price 
75  cents. 

“School  Civics,”  by  F.  D.  Boynton;  Ginn  k Co.,  Chicago; 
price  $1.00. 

“Government,  Its  Origin,  Growth  and  Form  in  the  United 
States,”  by  Lansing  k Jones;  Silver,  Burdett  k Co.,  Chicago; 
price  $1.05. 

Supplementary. 

“How  the  People  Buie,”  by  Iloxie;  Silver,  Burdett  k Co., 
Chicago  ; price  40  cents. 

“A  Primer  of  Political  Economy,”  by  Wood;  Macmillan 
Co.,  Chicago;  price  40  cents. 

“The  Young  American,”  by  Judson;  Maynard,  Merril  k 
Co. ; price  45  cents. 

Teacher’s  Books. 

“Method  in  History,”  by  Mace;  Ginn  k Co.,  Chicago. 

“Guide  to  American  History,”  by  Channing  k Hart;  Ginn 
k Co.,  Chicago;  price,  $2.00. 

“Topical  Studies  in  American  History,”  by  Allen;  Mac- 
millan Co.,  Chicago. 

“The  Teaching  of  History  and  Civics/  by  Henry  F. 
Bourne,  Longmans,  Green  k Co.,  Chicago;  price  $1.50. 

“How  to  Study  and  Teach  History,”  by  Hinsdale  ; D.  Ap- 
pleton k Co.,  Chicago;  price  $1.50  . 

“The  Meaning  of  History,”  by  Frederic  Harrison;  Mac- 
millan Co.,  Chicago;  price  $1.00. 

“The  Place  of  Industries  in  the  Elementary  Education,” 
by  K.  E.  Dopp;  University  of  Chicago  Press;  price  $1.00. 

“Special  Method  in  History,”  by  McMurry;  Macmillan 
Co.,  Chicago;  price  75  cents. 

“Report  of  the  Committee  of  Seven  on  the  Study  of  History 
in  Schools, ; Macmillan  Co.,  Chicago. 

“Course  of  Study  for  the  Eight  Grades,”  by  McMurry; 
Macmillan  Co.,  Chicago. 

“Course  of  Study  in  Geography,”  by  McMurry;  Univer- 
sity of  Chicago  Press;  price  25  cents. 


The  prices  of  hooks  have  been  taken  from  the  United  States 
Catalog,  “Books  in  Print.’’ 

Lists  of  many  other  hooks  of  equal  merit  and  on  the  same 
subject  might  be  given. 


John  W.  Graham  & Co. 

707-709-711  Sprague  Avenue---708-710-712  First  Avenue 
SPOKANE,  WASH. 

Largest  School  Supply  House 
in  the  Northwest 


Acme  Automatic 
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| 

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Alki  Sectional 
Bookcases 

Grow  with  your  library 

This  combination  (above  cut)  in  finely 
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Top $ 2.00 

Second  section,  9 1-2  inches  high  _ 3.15 

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Base 2.00 

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SOME  STRONG  HISTORIES 


The  Making  of  the  American  Nation,  by  Jacques 

W.  Redwav,  F.  R.  G.  S ! $1.00 

' Essentials  of  United  States  History,  by  William 

A.  Mowry,  Ph.  H.,  and  Blanche  S.  Mowry .90 

First  Steps  in*  the  History  of  Our  Country,  by 
W.  A.  Mowry  Ph.  I).,  and  A.  M.  Mowry,  A.  M. ...  .60 

First  Steps  in  the  History  of  England. .70 

Marcus  Whitman  and  the  Early  Hays  of  Oregon, 

by  William  A.  Mowry 1.50 

The  Territorial  Growth  of  the  United  States, 

by  William  A.  Mowry 1.50 

A Text  Book  of  American  History,  by  William 

E.  Chancellor  1.00 

Historical  Charts  of  the  United  States,  with  tri- 
pod supporter,  by  Townsend  MacCoun,  A.  M. 
Twenty-six  accurate,  instructive  maps  in  col- 
ors, 38x40  inches 15.00 

Historical  Geography,  Charts  of  Europe,  Ancient  and 

( dassieul  ( with  supporter) $1 5.00 

Historical  Geography  Charts  of  Europe,  Mediaeval 

and  Modern,  with  supporter 15.00 

SUPPLEMENTARY  HISTORICAL  READERS 


America's  Great  Men  and  Their  Deeds  Series 

American  Heroes  and  Heroism,  by  William  A. 

Mowry  and  Arthur  May  Mowry 60 

American  Inventions  and  Inventors,  by  William 

A.  Mowry  and  Arthur  May  Mowry .65 

American  Pioneers,  by  William  A.  Mowry  and 

Blanch  S.  Mowry 65 

STORIES  OF  HEROES. 

Heroes  of  Chivalry,  bv  Louis  Maitland 50 

Wandering  Heroes,  by  Lillian  L.  Price .50 

Heroes  of  Myth,  by  Lillian  L.  Price  and  Charles  B. 

Gilbert  50 

STORIES  OF  COLONY  AND  NATION 

Lads  and  Laassies  of  Other  Hays,  Lillian  L.  Price 54 

The  War  for  Independence,  by  E.  T.  Tomlinson...  .54 
The  War  of  1812,  by  E.  T.  Tomlinson .54 


Full  information  concerning  these  valuable  books  gladly  sent  to  any  address 
upon  request.  Books  for  all  grades,  from  the  kmdergarden  to  the  university. 


SILVER,  BURDETT  & COMPANY 

New  York  Boston  Chicago  San  Francisco 


Lewiston  Pri  alii?  a ill  Binding  Co. 


DURING-  the  past  year  we  have  been  conducting  a 
Book  Bindery  in  Lewiston  under  the  name  of  the 
Lewiston  Blank  Book  Company.  Our  business 
has  been  so  flattering  as  to  warrant  us  in  installing  a first 
class  printing  office  in  connection.  The  first  of  the 
printing  material  is  now  being  placed  in  position,  and 
when  our  large  presses  arrive  we  will  have  in  Lewiston 
the  most  complete  binding  and  printing  plant  in  the 
Inland  Empire.  We  earnestly  solicit  your  order  for 
first  class  printing  and  binding. 


Lewiston  Printing  and  Binding  Company 

Successors  to  Lewiston  Blank  Book  Company 

120  New  Sixth  Street  LEWISTON,  IDAHO 


Are  You  Using  Them  in  Your  School? 

THE  PERRY  PICTURES 

They  open  up  a new  field  of  interest  and  of  beauty  to  the  children. 


S1STINE  MADONNA 
(The  One-Cent  pictures  are  5 to  7 times 
this  size.) 


Half-Cent  Size  3x3  1-2.  For  history,  lan- 
guage, composition,  etc. 

ONE-CENT  SIZE  5 1-2x8  inches.  One 
Cent  each  for  23  or  more;  1 20  for  $ 1 .00. 
Postpaid.  Assorted  as  desired. 

Two-Cent  Size  7x9.  All  in  the  sepia 
tone.  13  for  25  cents. 

Two-Cent  Size  Birds,  Animals,  etc,  in 
natural  colors.  Two  cents  each  for  13  or 
more;  $1.75  per  hundred. 

Five-Cent  Size  10x12.  Gems  of  art.  5 
for  25  cents;  1 1 for  50  cents;  23  for  $ 1 .00. 
Send  $1  for  23.  Many  new  subjects. 

Large  Pictures  for  Schoolroom  Deco- 
ration 22x28  inches,  for  framing.  Every 
school  should  have  them.  8 for  $5.00. 

Catalogue  of  1,000  miniature  illustrations 
and  3 pictures  for  two  2-cent  stamps. 

THE  PERRY  PICTURES  CO. 

Box  310,  Malden,  Mass. 

AWARDED  FOUR  GOLD  MEDALS. 

Do  not  accept  inferior  imitations,  if  you  want  the 
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TEACHERS  looking  for  Supplementary  Material 
along  Historical  lines  will  do  well  to  consider 
the  following  list  of  books  published  by  Ginn 
& Company: 

Price  Grades 

Andrews’  Ten  Boys  50  4-6 

Hero  Stories  From  American  History, 

Blaisdell  & Ball  50  4-6 

Story  of  American  History,  (Blaisdell) 60  4-6 

Stories  From  English  History  (Blaisdell) 40  4-6 

Heroes  of  Middle  West  (Catherwood) 50  4-6 

Church’s  Stories  of  the  Old  World 50  4-6 

Washington  and  His  Country  (Fiske-Irv- 

ing  .60  7-8 

Franklin’s  Autobiography,  40  6-S 

Two  Great  Retreats  in  History  (Retreat 

from  Moscow  and  Retreat  of  Ten  Thou- 
sand   50  8-12 

Lamb’s  Adventures  of  Ulysses 30  4-10 

Martineau’s  Peasant  and  Prince  (a  Story 

of  French  Revolution) 40  7-12 

Plutarch’s  Lives  45  9-12 

Fassett’s  Colonial  Life  in  Few  Hampshire...  .60  6-8 

How  the  United  States  Became  a Fat  ion 

(Fiske)  .50  7-12 

Legends  of  King  Arthur  and  His  Court .50  6-8 

Hitchcock’s  Louisiana  Purchase,  (contains 

story  of  Lewis  and  Clark 60  8-12 

Lawler’s  Columbus  and  Magellan .40  4-7 

Shaw’s  Stories  of  Ancient  Greeks .60  5-8 

Old  Indian  Legends  .50  5-8 

Brigham’s  Geographic  Influences  in  Ameri- 
can History,  $1.25  8-12 

Davis’  l nder  Six  Flags  (story  of  Texas) 50  7-8 

Address  correspondence  to 

M.  GANTZ,  Agent 

4539  Brooklyn  Avenue  ■ SEATTLE,  WASHINGTON 


The  Macmillan 

Company 

Leading  High  School  Text  Books 

Tarr’s  New  Physical  Geography 
Schultze’s  Elementary  Algebra 
Schnltze  and  Sevenoak’s  Plane  and  Solid  Geometry 
Botsford’s  Ancient  History  for  Beginners 
Huntington’s  Elementary  English  Composition 
Carpenter’s  New  Rlietoric-English  Composition 
Mitchill  and  Carpenter’s  Exposition  in  Class  Room 
Practice. 

Channing’s  Students’  History  -of  the  Enitcd  States 

Macmillan’s  Pocket  Classics 

'(More  Than  a Hundred  Numbers) 

Books  for  the  Grades 

Sloan’s  Primary  Readers 

A Series  of  Two  Phonic  Readers 

Baker  and  Carpenter.  Language  Readers 

Each  reader  has  some  dominating  interest  in  its 
subject  matter.  A series  of  six  hooks  to  furnish  basic 
reading  matter  and  language  work  through  the  first  six 
grades. 

The  Modern  English  Course 

A Complete  Course  for  the  Grades  in  Two  Books. 
By  Henry  P.  Emerson,  Superintendent  of  Schools, 
Buffalo,  N.  Y.,  and  Ida  C.  Bender,  Supervisor  of  Pri- 
mary Grades,  Buffalo,  N.  Y. 

The  Tarr  and  McMurrv  Geographies 

No  geographies  have  so  secured  and  held  the  interest 
of  children.  Used  in  many  states  and  large  cities. 

CORRESPONDENCE  CORDIALLY  INVITED 

The  Macmillan  Company 

Box  269,  Berkeley,  California. 


Ivanhoe  Historical 
Note  Books 

Part  I,  To  accompany  United  States  History. 

Part  II,  To  accompany  General  History. 

Part  III,  To  accompany  Ancient  History. 

Part  IV,  To  accompany  Mediaeval  and  Modern  History. 
Part  V,  To  accompany  English  History. 

Price  of  each,  30  cents. 

More  than  3,000  schools  endorse  these  books  by  using 
them.  They  give  the  pupils  something  to  do  with  their 
hands.  They  provide  outline  maps,  directions  to  the  teach- 
ers and  pupils  and  space  for  notes.  You  should  be  ac- 
quainted with  them. 

Historical  Maps 

Atkinson- Mentzer  Historical  Maps,  16  maps  40x45  inches, 
per  set  $20.00.  The  State  University  at  Moscow  has 
just  added  a set  of  thes  maps.  They  should  be  in  every 
grammar  school  teaching  U.  S.  History.  Sent  on  approval 
to  superintendents. 

Talisman  Historical  Maps,  47  maps  8x10  1-2  inches,  per 
hundred,  $1.00.  These  maps  are  for  note  book  work 
and  are  printed  on  drawing  paper.  A list  of  the  maps  will 
be  sent  on  application. 

Do  You  Know? 


The  Art  Literature  Primer  30c 

Book  I 30c 

Book  II  40c 

Book  III  (in  press)  __  40c 

“ Folk  Lore  Primer  30c 

“ “ “ Book  I 30c 

“ Childhood  of  Ji-Shib  Jenks  (grades  4-7)  60c 

“ Bee  People,  Morley  (grades  4-8)  50c 

Little  Mitchell,  “ “ “ 50c 

Nestlings  of  Forest  and  Marsh  (First  Series),  Wheelock 
(grades  4-8)  45c 

Lady  Lee  and  other  Animal  Stories,  Ensign  (grades  4-8) _ 50c 

; --r  ^ \7JT  -Z3Vr. J <*&&&* . .Vt-fa-  Jtgj It WRf 

Atkinson,  Mentzer  & Grover  ^ 

CHICAGO  Publishers  “ BOSTON 


STATE  CONSTITUTION  AND  SCHOOL 
LAWS  OF  IDAHO 


The  sale  of  <kThe  State  Constitution  and  School  Laws  of 
Idaho,  issued  by  Prof.  Talkington  less  than  a year  ago,  has 
abundantly  demonstrated  that  there  is  a field  for  such  a work, 
and  that  this  book  fills  that  field. 

It  is  strongly  endorsed  by  the  state  and  countv  school  sup- 
erintendents, as  well  as  leading  educators,  has  been  introduced 
as  a regular  text  book  in  both  of  the  Normals  and  in  some  of 
the  leading  High  Schools,  and  has  been  purchased  by  hundreds 
of  teachers  throughout  the  state — one  book  dealer  having  sold 
about  one  hundred  copies  in  his  county  alone  during  the  last 
eight  months. 

The  State  Constitution  is  treated  section  by  section,  just 
as  the  United  States  Constitution  in  an  ordinary  civil  govern- 
ment, while  the  topical  method  is  adopted  in  the  treatment  of 
the  school  laws.  Both  subjects  are  fully  indexed  and  will  be 
found  very  helpful  to  the  student,  the  teacher,  the  applicant  for  - 
a certificate  the  school  official  or  to  any  one  interested  in  the  re- 
sources and  institutions  of  the  state. 

The  book  comprises  something  over  200  pages,  is  bound 
in  cloth,  copiously  illustrated  with  cuts  of  the  chief  buildings 
of  all  the  state  institutions,  as  well  as  those  of  its  leading  re- 
sources and  industries. 

The  price  is  $1.25  net,  ten  cents  being  added  for  postage, 
and  may  be  had  by  addressing  the  author  at  Lewiston,  Idaho, 
or  any  book  dealer  in  the  state. 


STATE  NORMAL  SCHOOL,  LEWISTON,  IDAHO. 


UNIVERSITY  OF  ILLINOIS 

' 


PRESIDENT’S  OFFICE. 


UNIVERSITY  OF  ILLINOIS-UnBANA 


